The article provides a substantive analysis of the concept of "ICT competence of a teacher" and substantiates the need to prepare future teachers to develop their own interactive educational materials. A comparative analysis of such relevant online services as "1C:Constructor of interactive materials" ("1С:KIM"), LearningApps.org, "Udoba" is performed, and a conclusion is made that "1C:KIM" is a powerful and promising tool for creating interactive educational materials for various purposes. The article identifies, describes, and illustrates the types of interactive tasks available for development in "1C:KIM", and determines that the substantive and methodological conditions for preparing future teachers to use "1C:KIM" for developing interactive tasks are based on a deductive approach and include seven sequential stages: 1) familiarization with the interface; 2) study of the types of tasks available for development in "1C:KIM"; 3) development of template models; 4) formation of a list of subtypes of tasks for a specific subject; 5) formation of skills in preparing graphic materials; 6) formation of skills in setting up model parameters; 7) development of interactive tasks according to the specified requirements.

The article explores the potential for fostering interdisciplinary connections between mathematics and informatics through the topic of statistical hypothesis testing in the context of teaching introductory mathematical statistics in high school. An elective instructional unit on statistical hypothesis testing is developed, integrating spreadsheet software and the Python programming language. Introductory theoretical material outlining the algorithm for testing hypotheses about the equality of means is presented. A reference table for one-sample and two-sample t-tests is provided. Two practical exercises with detailed solutions are given to reinforce the topic: the first is implemented using spreadsheets, while the second uses Python with the NumPy, Pandas, and SciPy libraries. The findings can be used by teachers when planning instruction for 11th-grade study groups specializing in advanced mathematics and informatics.

The new edition of the Federal State Educational Standard for Secondary General Education identifies the need to strengthen schoolchildren's knowledge, skills, and abilities in the development and design of information systems, working with databases, and structured query language. School textbooks cover a number of related concepts, such as data models, relational databases, primary keys, entities, relationships, etc. The article describes the training content for future informatics teachers on topics related to the theoretical foundations of modern database management systems (DBMS), databases, and information systems. It also provides a comparative analysis of modern open source DBMSs that support the SQL language and can be used in teaching students. The article discusses the implementation of an information system including a database and a Python application using the example of the situational task "Student homework manager". The stages of database creation are described in detail: table structure, field data types, database queries, etc.; and the stages of writing code in the IDLE code editor. A demonstration example of a Python database application, created using built-in libraries, is presented. It illustrates working with a database through a graphical interface. The article's materials are not only offered for teaching future informatics teachers but were also tested by students at the pedagogical university during their internships and practical training. The results demonstrated the students' interest in developing similar information systems in collaboration with schoolchildren in specialized classes.

The article presents a practice-oriented methodology for diagnosing and developing regulatory universal learning activities (goalsetting, planning, self-control, and evaluation) in informatics lessons for grades 9–11 within a digital educational environment. Specific diagnostic tasks, assessment criteria, checklists, and digital tools are proposed: cloud-based documents for goal setting, achievement boards for visualizing progress, and reflective maps. The methodology is adapted for such content sections of the informatics course as programming, spreadsheets, and information security. A pilot study conducted at a St. Petersburg school confirmed positive dynamics in the development of regulatory universal learning activities in high school students. The materials of the article can be used by informatics teachers in mainstream practice, as well as in preparing students for the State Final Examination.

The article examines the potential of informatics lessons for integration with various disciplines. It focuses on the methodological aspects of organizing an integrated informatics and biology lesson in the 9th grade using virtual reality technology. It explores the advantages of using virtual reality applications for studying human anatomy to increase student motivation and engagement in the knowledge and skills assessment process. The lesson structure is presented, including an organizational stage, a motivational and targeting stage, a knowledge and skills assessment stage, and a reflective stage. Tasks that enable the use of virtual reality applications to assess students' knowledge and skills based on the material covered in informatics and biology are described in detail. Particular attention is paid to safety issues when working with virtual reality equipment. The article is intended for secondary school teachers seeking to integrate modern technologies into the educational process.

The article describes the potential use of the MUR IDE (Marine Underwater Robotics Integrated Development Environment) programming environment for teaching students the fundamentals of marine and underwater robotics using a virtual simulator in informatics and technology classes. Several case studies on underwater robot control and telemetry are described, covering the use of branching and cyclic algorithms. These case studies will be useful for teachers teaching informatics and technology (the "Robotics" module) in grades 8–11, using the MUR IDE programming environment. Introducing underwater robotics using this case study will help develop students' logical and computational thinking skills, broaden their understanding of programming, and develop their ability to apply information technologies to solving research problems.

The article considers the methodological organization of digital support for preparing ninth-grade students for the Basic State Examination in geography. It is shown that a digital preparation route does not replace subject learning but connects diagnostics of learning deficits, thematic revision, work with maps, statistical materials and diagrams, automated control and meaningful pedagogical feedback. The article substantiates the structure of a digital route that includes initial diagnostics, a thematic revision map, the development of methods for working with information, interim control, correction of an individual trajectory and repeated diagnostics. Special attention is paid to the conditions for using artificial intelligence in preparing learning materials: generative services are considered as an auxiliary teacher tool that requires subject-related and methodological verification. The materials may be useful for geography teachers, methodologists, specialists in educational informatization and heads of school methodological associations.

The article examines the use of the Maple computer algebra system in school informatics course for solving specific mathematical logic problems and improving students' understanding of the specifics of solving logical problems, such as the order of logical operations and constructing truth tables. The possibility of using the Maple computer algebra system in teaching elements of Boolean algebra is shown. Three informative examples are used to achieve this goal: determining the correspondence of a logical function to a truth table and reconstructing the order of variables in a truth table based on known sets and a fragment of the table with gaps. Various problem-solving methods are demonstrated. The solution is demonstrated using the basic functions of the Logic library of the Maple computer algebra system. The basic logical operations and functions of the Logic library, as well as the order of their use in solving problems, are given.

In the context of the digital transformation of education and the growing popularity of mobile educational technologies, microlearning is becoming increasingly relevant as a format for organizing the learning process that focuses on acquiring knowledge in small portions and performing short, goal-oriented learning activities. The article examines the theoretical and methodological foundations of microlearning, as well as the possibilities for its practical implementation using school informatics as an example.

Based on an analysis of Russian scientific publications, the concept of microlearning is clarified, and its key features, advantages, and limitations are identified. Particular attention is paid to the atomization of educational content as a necessary condition for the design of microlearning, enabling learning material to be represented as a sequence of minimal, logically complete learning units.

In the practical part of the study, a model for the atomic decomposition of Unified State Exam tasks in informatics is proposed using tasks No. 5, 19, and 25 as examples. The article demonstrates how an examination task can be decomposed into a set of atomic tasks of increasing complexity and implemented in the format of an educational mobile application. For each atom, the didactic goal, the form of learner interaction with the mobile application interface, and the degree of atomization are defined.

The results obtained demonstrate the potential of microlearning and content atomization as tools for increasing learner motivation and enhancing the systematic preparation of school students for solving Unified State Exam tasks in informatics within a digital learning environment.

The article examines the decline in students' cognitive activity when studying the "Algorithms and elements of programming" section of a high school informatics course. The relevance of the study stems from the contradiction between the need to develop programming skills in Generation Z students and the ineffectiveness of traditional assignment-checking methods characterized by lengthy feedback loops. The aim of the study is to theoretically substantiate and experimentally test the effectiveness of using the Yandex Contest automated task-checking system to enhance cognitive activity in teaching programming to 11th-grade students. The research methodology is based on a systems-activity approach and the theory of the step-by-step development of mental processes. A pedagogical experiment was conducted at a secondary school with the participation of 26 11th-grade students over two months. A methodology for integrating Yandex Contest into the educational process was developed and tested, including the creation of a task bank and the organization of practical classes with automated solution checking. The experimental results showed positive dynamics: the proportion of students with a high level of cognitive activity increased by 34.6 %, while the proportion of students with a low level decreased by 26.9 %. The most pronounced effect was recorded in the group of students with an initially low level of activity — 70 % of them improved their level. Methodological recommendations for the use of automated task assessment systems in the school informatics course are substantiated. The novelty of the research lies in the adaptation of the Yandex Contest platform to the conditions of a basic-level school informatics course. The practical significance lies in the possibility of using the developed methodology by teachers to increase students' motivation and automate the verification of programming tasks.